Comparing and Contrasting the ADDIE Model and UBD (Understanding By Design)

Please enter your name in each cell when you add a contribution. You must add an entry to each of the columns.

IMPORTANT Message: please feel free to add more details to the categories already listed below and/or others. Add your own contribution using your own words and understanding -- so everyone can benefit.

Unique Elements of ADDIE	Similarities of Both Models	Unique Elements of UBD
Multiple learning levels that are in continuous motion. Levels are monitored and revisited so that there is a better understanding whether learning is taking place. End desired result is a reaction to a situation that needs little to no thought. (ex. a reaction by an athlete during a game that needs a specific result) (Pappas)	Learning objectives are necessary to move forward with lesson development (Pappas)	Curriculum already exsists and is being implemented during teaching. There are changes that take place depending upon the various levels of student learning that are taking place. Some levels may be retaught where as some levels are skipped in regards to achieving a higher level of learning. (Pappas)
The stages of ADDIE are Analyze, design, Develop, Implement and Evaluate (Michelle Gould)	Improving student achievement. (Gould)	Three stage backward planning curiculum. This thinking offers a shift from a focus on the benefits of diligent drill and practice to a focus on students' understanding and application of knowledge. Experts first seek to develop an understanding of problems, and this involves thinking in terms of core concepts or big ideas. (Gould)
The first stage, analyze is meant to determine if thereis a gap between the desired outcome and actual outcomes. (Cothery)	Both of the design models' first stages work to identify a specific outcome or goal. They both have different ways of going about the process, but with very similar goals in mind. (Cothery)	The first stage is identifying desired results. Educators should use the guiding question, what should students know and or be able to do? (Cothery)
The ADDIE model is a (minimum) five stage development process used to design materials used for learning. The five stages are performed in order with the other stages (revision) intertwined as necessary. There could be an unlimited number of revisions during each of the defined phases. This model is better suited for designing training materials. (Hollins)	Both models consider the objectives of the learning experience during design and to evaluate the effectiveness of the learning experience. (Hollins)	Understanding by design uses the backward design principle. That is to say the desired results are defined first and materials are designed with that goal in mind. The Understanding by design model is better suited for designing educational materials. This model touts a premise of teaching for understanding. Full comprehension of tasks an d concepts are an expectation when using this design model. (Hollins)
Big picture learning goals are based on needs analysis, in that are students achieving the desired goals? (Noguera)	The big picture goal is to determine if successful learning happened through evidence of student understanding and assessment. (Noguera)	Big picture learning goal results are based on an analysis of content standards and curriculum. (Noguera)
The instructional plan is developed through needs, content and task analysis results. (Noguera)	The instructional design is reviewed and restructured as needed, and then implemented. (Noguera)	The instructional plan is developed with the WHERETO framework. (Noguera)
Uses summative and formative assessments(Harden)	both deal with performance and understanding of the content being taught.(Harden)	Students show their understanding through these "six facets": Explain, interpret, spply, shift perspective, empathize, and self-assessment. (Harden)
There are 6 stages of formative evaluation to "fine tune" the implementation of the program. (Barget)	Both are a framework or model to build instruction for students. It is a step by step process to increase learning. (Barget)	Teachers, students and districts benefit by using the technology and other approaches; design, share, and critique units of study. (Barget)
ADDIE is used frequently by instructional designers and training developers. It seems to have its roots in the business world and has universal elements that translate well to education. The analysis piece (needs, content, task) is the equivalent of establishing learning outcomes. In education-speak, it is a form of backward design. The rapid prototyping affords opportunities for frequent formative assessment. The evaluation piece (Gagne, et. al.) provides a broad range of types of evaluation. (SINN)	Both systems follow a specific protocol for the planning, delivery, and evaluation of informative, instructional design. Both systems require inquiry of the learning task and provide a forum for consistent feedback. (SINN)	The WHERETO framework is directly concerned with student learning, and it places a heavy emphasis on students evaluating their own learning. The formative and summative assessments require students to revise and rethink, and the design piece seems to be more closely tied to the Content Standards which are a staple of educational practice (i.e. unpacking the standards) to determine essential questions. (SINN)
ADDIE uses a "Needs Analysis" to find out if there is a gap in students' learning, Then focuses on a way to address the gap. Uses student samples as sources of data to drive analysis. Once need is determined, content is then examined and then tasks are developed. (Bowers)	Content Analysis and Stage 1 Guiding Questions are similar, asking what students should know and be able to do. (Bowers)	Stage 1 has teachers analyzing content standards to determine essential questions. Stage 2 learning assessments are designed and in Stage 3 instructional plan & lessons are developed. (Bowers)
ADDIE uses 5 stages that include analyze, design, develop, implement, and evaluate. ADDIE begins by determining a problem and then creating a solution to fix the problem using the 5 stages. It focuses on both formative and summative assessments. Formative assessments are used to get data, determine if goals have been met, and revise teaching. Summative assessments helps get data after a project has been implemented. (Graham)	Both systems continue developing using all of there stages. In both re-evaluation and testing is done throughout all stages. Both systems use formative evaluations. (Graham)	The UBD system uses 3 stages which are desired results, assessment evidence and the learning process. This system begins by looking at the desired result and then deciding what is needed to get that result. The emphasize is mostly on just formative assessments. The formative assessments are used to help students improve their understanding. (Graham)
The ADDIE method starts with analyzing the different components of how the unit will be affected, such as the types of learners, what type of technology is available, and how the lesson will be delivered. This method starts by focusing on each individual lesson and how it will be delivered and what the learning goals are that need to be met. The ADDIE method uses both formative and summative assessments. (Campbell-Mileski)	Both methods focus on what it is that students need to learn exactly, what the outcome should be. UBD and ADDIE also follow a set of steps and guidelines to use the methods successfully. There is also great need for teachers to consistently re-evaluate themselves and restructure if needed. (Campbell-Mileski)	Through 3 stages of a “backwards” process, UBD focuses on what skills are needed at the end of a lesson and then determines how to get there. Teachers should use technology for student collaboration and encourage students to apply their knowledge in a variety of ways. There is also a focus on formative assessments allowing for student revision and improvement. (Campbell-Mileski)
The ADDIE has 5 stages which are as follows: Analyze, Design, Develop, Implement, and Evaluate. Each stage of the ADDIE model has its own purpose and objective to reach the gap between the desired outcome and actual outcome. After the objectives have been met, the model evaluates if the desired learning was performed or if changes should be made to the design. (Chambliss)	Both Models use a sytematic approach to get to the desired goal. After the stages are completed in each model, both models determine if changes should be made to the curriculum. (Chambliss)	The UBD design has 3 stages. It focuses more on K-12 education. With the UBD design, it is very specific on the the desired outcome. It also uses historical thinking to understand the past. Stage 1 identifies the desired result; Stage 2 determines acceptable evidence of learning; State 3 plans the learning experience and instruction. (Chambliss)
ADDIE is separated into stages. Each letter in ADDIE stands for each stage in the process. Students are evaluated using summative and formative assessments. The evaluation process poses questions for students to see their mastery of their subject. (Brenda Mitchell)	Both models have evaluation stages which shows that they are goal oriented. (Brenda Mitchell)	Research for questioning in UBD is separated into three stages. The third stage is where the teachers pose higher order thinking questions. This is the stage where the students are evaluated. The answers to the higher order thinking question lets the teacher know what the students have mastered. Can they answer the "essential question"? (Brenda Mitchell)
The ADDIE model is a 5 stage process aimed at increasing student achievement. The 5 stages are clearly defined; Analyze, Design, Develop, Implement, and Evaluate are all important to the overall goal. A needs analysis is used to determine what area of instruction to focus on. Both formative, and summative assessments are used throughout the process. (Kowalski)	Both models use a focused effort in order to increase student achievement. Formative assessment is present in both in order to see where teachers and students are at in the process. (Kowalski)	The Ubd model is aimed at increasing student achievement. A three step process focused on "backwards design" of instruction. Educator selected learning targets or goals are identified as areas of focus. Once targets, or goals are selected how they will be demonstrated is determined. Then the instruction is planned based on desired outcomes. Formative assessment is used throughout the process. (Kowalski)
The ADDIE model is very circular in its working. The ADDIE model takes you through each stage and then starts over. In the Analysis the goal is to find out if there is a performance gap by using evaluations, test scores, surveys, and observations. The Design creates the "blueprint" of the performance objectives. From there you would move to the Develop stage, where you use the information gathered from the Analysis stage and the Design stage to prepare materials or create the performance result. Then you move into the Implementation stage, where the actual delivery of the instruction occurs. After the Implementation stage is the Evaluation stage where the measurement of how well the learning outcomes where met. This stage also helps determine if adjustments need to be made. The evaluation stage does occur at during the other stages as well. From there though it rotates back into the Analysis stage. The ADDIE model instruction occurs in the middle of the process. (Low)	Both the ADDIE and the UBD model are systematic in their process. Both start off by determining their desired goals. What do they want students to learn. Both use an evaluation process to determine whether their learning goals are met. (Low)	The first step is to determine the learning goals. What do you want your students to know? What do you want your students to be able to do? You answer these question using curriculum expectations and content standards. The second step is to determine acceptable evidence. Find your guiding questions. How will you know that they got it? How will you assess that they got it? What counts as understanding in your class? The third step is to plan learning activities and instruction. What activities will you use to make sure the first and second step is made. How are these activities connected to student's understanding. You can use the WHERETO model to help find activities that will achieve the desired results for your students. From there the teaching starts. (Lw)
ADDIE is a generic instructional systems design that begins with an analyze phase, problems are clearifyed objectives are established, a learns traits are identified. In the final phase it allows feedback from its users. (Love)	Both models help students to achieve and retain information for use in real world activities (Love)	The uniqueness of UBD it looks at the information being taught and focuses on the learning from which teaching will follow(Love)
The Design phase of ADDIE is crucial in instructional design. This is when actual units are created, objectives are to be determined, and formative and summative evaluations need to be outlined/prepared. (Male)	Both models follow stages/phases to ensure the best outcomes for student/learner achievement. It is evident that these steps make the instructional design process smoother for educators, and help to put the focus on the learner. (Male)	Stage one in UBD relies on content standards and set curriculum needs to create learning goals. Requires user to pick apart standards and see exactly what students need to learn.From there, educators can focus on the fundamental questions that need to be asked throughout instruction. (Male)
Curriculum and learning activity design is based on the existence of performance gaps. Once performance gaps are identified and analyzed, the curriculum is designed, implemented and then evaluated and adjusted based upon learning outcomes. (Copeland)	Both models have a specific process (stages) in place to ensure the maximum effectiveness of their respective curricula. Both models also focus on increasing student understanding and achievement. (Copeland)	Curriculum design is based upon learning goals which are determined by educational content standards. Once the goals are set, teachers then decide on what would be acceptable evidence of student learning (How will students be assessed?). From there, learning activities are designed, implemented, evaluated and revamped, if needed, based upon student learning outcomes. (Copeland)
Feedback is proffered as a means of reinforcing learning, especially after summative evaluation. ADDIE use of evaluation is both summative and formative. Summative evaluation, which is based upon an established criteria, is used at the final assessment-level or stage; formative evaluation, which is implemented at all stages in the learning circumstance, is used to assess individual learning or mastery of specific content at each stage. Feedback provided after summative evaluation features opportunities to support future learning by students. (Mercer)	Feedback is an effective tool for improving student learning outcomes. Both stages recognize and value the use of formative evaluation methods as a means of improving student learning outcomes. It may be that UBD focuses less upon summative evaluation than ADDIE, which is indicative of a different, more learning process-oriented educational environment through UBD. (Mercer)	Feedback is a key attribute in the learning process. Formative assessments can be devised and implemented that will provide students opportunities to improve their learning products through rethinking, revising, and furthering understanding. Feedback offered through the means of formative assessment supports the understanding of material as an ongoing element innate in education. (Mercer)
During the Analysis stage of ADDIE, data provided through assessments and student generated outcomes provide the teacher valuable information in creating specified learning opportunities.(Reinke)	fpursue. (Reinke)	During the UBD process, the teacher must decide the evidence provided in order to show student understanding or learning. (Reinke)